ˆσό—pŽ†@@@F‚a‚S ‰‘ ‚Pƒy[ƒW‚̍s”F‚R‚T ‚Ps‚Μ•ΆŽš”@F‚P‚R‚O ‚k‚d‚r‚r‚n‚m@‚o‚k‚`‚m (in brief) INSTRUCTOR: MASAMICHI ARAI (Comprehensive Educational Centre, Iwate) 1 Date: October 14 (Wednesday),1992 2 Class: 1-C(45 students), Hanakita Commercial Senior High School 3 Text: Lesson 7 "TV Dinners", (New Scope English Course 1, Tokyo Shoseki) 4 General Aims: This lesson aims to: (1) familiarise the students with the information transfer activity and Role Play. (2) have the students get used to expressing themselves in English through activities. 5 Specific Aims: By the end of the class hour, the students will be able to: (1) tell the gist of the story by using the chart and picture of the story; (2) play the role, to some extent, of a chef or an Interviewer in the designed Role Play ,using the 'doing language' different from ,but relating to, the written text; and (3) take part in the Role Play with more interest in speaking English. 6 Procedure {||||{|||||||{||||||||||||||{||||||||||||||{||||{|||||||{|||||||{ b b b b b b Skills used b Patterns b b Stage b Activities b Students' activities b Teacher's activities bHandouts{|{|{|{|{|{|{|{|{ b b b b b b Lb Sb Rb WbWhb‚fb‚ob‚hb {||||{|||||||{||||||||||||||{||||||||||||||{||||{|{|{|{|{|{|{|{|{ bPre- bAssociation ofbEgive any word or phrase bEprovokes interests in textb b–b–b b b–b b b b breading bwords relatingb they associate with TV, bEasks any word they associ-b b b b b b b b b b b bto the text b and DINNERS. b ate with TV, DINNERS. b b b b b b b b b b {||||{|||||||{||||||||||||||{||||||||||||||{||||{|{|{|{|{|{|{|{|{ bWhile- bComprehension bEread individually (silent)bEasks to read individually,bHandout b b b–b–b b b b–b breading bof the text bEread for information. b to find out some difficultb #1b b b b b b b b b b bthrough reading Efill in the handout (by b phrases or words for them.b(Chart) b b b b b–b b b b b band writing b summarising each paragragh)bEhelps them to understand &b b b b b b b b b b b b b b summarise the story in theb b b b b b b b b b b b(TRANSCODING) b b chart. b b b b b b b b b b {||||{|||||||{||||||||||||||{||||||||||||||{||||{|{|{|{|{|{|{|{|{ bPost- bConfirmation bEcomplete their own chart bEclarifies the content of b b b b–b–b–b b b–b bReading bof the activi-bwith more information ifany.b@the chart by examples. b b b b b b b b b b b bty above bEfind words as quickly as bEtells the students to idenb b b b b b b b b b b bScanning of b possible by scanning text.b@tify some rhyming words, b b b b b b b b b b b bthe text b b@synomyms and antonyms. b b b b b b b b b b {||||{|||||||{||||||||||||||{||||||||||||||{||||{|{|{|{|{|{|{|{|{ bPre-RolebPreparation bEprepare for the Role Play.bEhas them prepare for the b b b b b b b b b b bPlaying bfor the Role bEget some idea for RolePlayb Role Play. b b–b–b b b b b b–b b bPlay bEempathise the role they bEhas them empathise into b b b b b b b b b b b b b@are assigned to. b a chef, interviewer, etc. b b b b b b b b b b b b b bEprovokes their interests. b b b b b b b b b b {||||{|||||||{||||||||||||||{||||||||||||||{||||{|{|{|{|{|{|{|{|{ bWhile- bPractice of bEread the task sheet(A or BbEpasses out the handout #2 bHandout b b b b b b b b b bRole bthe Role Play b for the activity. b (task sheet)b #2b–b–b–b b b b–b b bPlaying bFluency Acti- bEpractise the Role Play. bEexplains the activity b(Task b b b b b b b b b b bvity bEtry to complete the task b where necessary. b Sheet)b b b b b b b b b b b b given. bEhelps the students where b b b b b b b b b b b b b b necessary. b b b b b b b b b b {||||{|||||||{||||||||||||||{||||||||||||||{||||{|{|{|{|{|{|{|{|{ bPost- bConfirmation bEask the teacher questions bEanswers the students' b b b b b b b b b b bRole bof expressionsb if any. b questions if any. b b–b–b–b–b–b b b–b bPlaying bin Role Play bEwrite down some phrases bEsummarises the useful ex- b b b b b b b b b b b b b where necessary. b pressions in the Role Playb b b b b b b b b b b bRe-trial bEtry the role play again bEencourages the students tob b b b b b b b b b b b b for improvement. b re-try for improvement. b b b b b b b b b b {||||{|||||||{||||||||||||||{||||||||||||||{||||{|{|{|{|{|{|{|{|{ i’jL = Listening, S = Speaking, R = Reading, W = Writing Wh = Whole Class Instruction, G = Group work, P = Pair work, I = Individual work